Feedback is a constant in Further Education and Skills, but it is not always constructive. Too often, it is reserved for high-stakes formal appraisals or delivered in a way that creates defensiveness rather than dialogue. To truly drive improvement, we need to build a culture where feedback is a regular, developmental, and supportive tool for every colleague.
Effective feedback is a catalyst for enhancing professional practice. It builds trust, encourages reflection, and directly improves the quality of programme delivery. When done well, it shifts the focus from judgement to shared purpose: improving the experience and outcomes for learners and apprentices.
First, Set the Right Conditions
Before you even speak, preparing properly can make the difference between a constructive conversation and a difficult confrontation. The right environment and mindset are crucial for feedback to be heard and acted upon.
- Be Timely and Specific: Give feedback as close to the relevant event as possible. Instead of saying, “Your lessons need more pace,” try, “In this morning's session, I noticed the opening activity ran for 20 minutes, but most learners had finished after 10. This led to some disengagement at the back.”
- Choose Your Setting: Feedback on development areas should always be given in private, in a calm and unhurried manner. Public criticism erodes psychological safety and trust, whereas public praise can be a powerful motivator.
- Focus on Impact: Connect your observation to its effect on learners, colleagues, or quality goals. This frames the feedback as objective and purposeful, rather than a personal opinion. For example, “...the impact was that they were better prepared for the main task.”
- Adopt a Coaching Stance: Approach the conversation with genuine curiosity. Using questions like, “What were your thoughts on how that activity went?” or “What barriers did you face?” opens up a two-way dialogue and encourages self-reflection.
A Better Model: Situation - Behaviour - Impact
The classic 'feedback sandwich' - praise, then criticism, then more praise - often feels insincere and can obscure the key message. A clearer, more effective model is Situation - Behaviour - Impact (SBI).
- Situation: Concisely describe the specific context. “During the project planning meeting on Tuesday...”
- Behaviour: Describe the other person's observable actions or words, without layering on judgement. “...you clearly summarised the key requirements and delegated tasks.”
- Impact: Explain the consequence of that behaviour. “...this meant the entire team left with a clear understanding of their roles, and we have made a much faster start on the project as a result.”
This structure is equally effective for developmental feedback: “In yesterday's practical workshop (Situation), I observed you giving instructions to the whole group at once (Behaviour). The impact was that learners at the back couldn't see the demonstration clearly and then needed individual support, which slowed the group's progress (Impact). What are your thoughts on that?”
The Art of Receiving Feedback
Creating a feedback culture is a shared responsibility. Being able to receive feedback professionally is just as important as being able to give it well. This skill is essential for personal growth and for modelling positive behaviours to colleagues.
- Listen to Understand, Not to Reply: Your first instinct may be to defend your actions. Instead, pause, breathe, and concentrate on what the other person is saying.
- Ask Clarifying Questions: To ensure you fully grasp the point, ask for more detail. “Could you tell me more about the impact you saw on the learners?” or “Could you give me another specific example?”
- Acknowledge and Appreciate: Thank the person for sharing their perspective. “Thank you for bringing this to my attention. I appreciate you telling me directly.” This encourages openness in the future.
- Reflect and Decide: You do not have to agree with or act on every piece of feedback you receive, but you do have to consider it. Take time to reflect on its validity before deciding on your next steps.
Leaders: Creating a Feedback Culture
It is a key function of Leadership and governance to create an environment where professional, constructive dialogue is simply part of how things are done. This requires intention and persistence.
- Lead by Example: Actively ask for feedback on your own leadership and communication from your team. When you receive it, demonstrate the positive behaviours of listening, appreciating, and reflecting.
- Make it Regular and Low-Stakes: Integrate opportunities for feedback into routine one-to-ones, team meetings, and peer support activities. This normality reduces fear and makes feedback a tool for continuous improvement, not just an event.
- Provide Training and Tools: Do not assume staff know how to have these conversations. Provide practical CPD on giving and receiving feedback, perhaps by introducing and practising the SBI model as a team.
Where this fits in QualityHero
A strong feedback culture is a hallmark of effective Leadership and governance. It directly fuels improvements in Curriculum, teaching and training. In QualityHero, evidence of developmental conversations and peer support cycles can be logged in the Toolkit Areas module. Resulting professional development opportunities can be tracked as actions in the QIP, while leaders can use Leadership Reports to monitor the impact of these initiatives on staff expertise and, ultimately, learner achievement.
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